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Course of Study 



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akland liign School 



Oakland, California 




...July, 1912 



COURSE OF STUDY 



OF THE 



OAKLAND HIGH SCHOOL 



Oakland, California 



July. 1912 






V^'^'O'- 



MAY 13 1914 



INDEX 



PAGE 

Algebra, Elementary 34 

Algebraic Theory 35 

Botany 37 

Chemistry 39 

Choral, Advanced 49 

Choral, Elementary 49 

Civics 32 

Composition 22 

Composition, Oral 28 

Course of Study in Outline. ...4, 5, 6 

Designing 51 

Drama 20 

Drawing 51 

Drawing, Freehand 51 

Drawing. Freehand Advanced 51 

Drawing, Geometric 51 

Drawing, Industrial i^rts 51 

Drawing, Mechanical 51 

Economics 33 

English 7 

English Literature. 7 

French : 47 

Geometry, Plane 34 

Geometry, Solid 35 

German 44 



PAGE 

Greek 41 

Gymnasium 52 

Harmony 49 

History 31 

History, Ancient 31 

History, English 32 

History General 31 

History Medieval and Modern.... 32 

History, United States.. 32 

Hygiene and Physical Education 52 

Latin 42 

Literature, English 7 

Mathematics 34 

Music 49 

Music, Composition 49 

Music, History of 49 

Physical Education and Hygiene 52 

Physical Geography... 37 

Physics, Brief Course 39 

Physics, Full Course 39 

Physiology and Hygiene 38 

Public Speaking 19 

Science 37 

Trigonometry ." 35 

Zoology 38 



Outline of Course of Study 





COURSE I. 

Preparatory to the Univer- 
sity of California in the Col- 
leges of Letters, Social Sci- 
ences, Natural Sciences, 
Commerce, Agriculture, and 
the five-year courses in the 
Colleges of Mechanics, Mining, 
Civil Engineering and Chemis- 
try, and the course of Archi- 
tecture. 


COURSE II. 

Preparatory to the Uni- 
versity of California in 
the four-year courses in 
the Colleges of Mechan- 
ics, Mining, Civil Engineer- 
ing, and Chemistry. 


FIRST 
YEAR 


English 
Algebra 
Foreign Lang. Ancient or 

Modern (see Note 1) 
Elective 


English 
Algebra 

Foreign Language 
Freehand Drawing 


SECOND 
YEAR 


English 

Geometry 

Foreign Lang. Ancient or 

Modern (see Note 1) 
Elective 


English 
Geometry 
Foreign Language 
Geometrical Drawing 


THIRD 
YEAR 


Foreign Lang. Ancient or 
Modern (see Note 1) 

Elective 

Elective 

Science 

(Any 3rd or 4th year 

Science 

If preferred, Science 
may be taken in the 4th 
instead of the 3rd year.) 
Foreign Lang. Ancient or 

Modern (see Note 1) 


English or Foreign Lan- 
guage 
Chemistry 
Mathematics 
Elective 


FOURTH 
YEAR 


U. S. History and Ci'\ics 

Elective 

Elective 

(Science must be taken 
in this year, if not al- 
ready taken in the third 
year.) 


English or Foreign Lan- 
guage 
U. S. History and Civics 
Physics 
Mathematics 



Outline of Course of Study— Continued 



riRST 
YEAR 



SECOND 
YEAR 



THIRD 
YEAR 



TOURTH 
YEAR 



COURSE III. 

General Course, not prepar- 
atory to the University. At 
least three years' work in 
each of three of the following 
groups of subjects is required 
for graduation from the gen- 
eral course: English, History, 
Mathematics, Foreign Lan- 
guages, Science, Music and 
Drawing. 



English 

Elective (See Note 3) 

Elective 

Elective 



English 
Elective 
Elective 
Elective 



English (see Note 2) 

Elective 

Elective 

Elective 



ELECTIVES 



Starred subjects are not in- 
cluded in the General List of 
Preparatory subjects for ad- 
mission to the University of 
California. 



* Choral I 
Algebra 

General History 
Ancient History 
Freehand Drawing 
German I 
French I 
Latin I 
General Science 



Choral II 

Botany 

Plane Geometry 

Med. and Mod. History 

Geometrical Drawing or *De- 

signing 
German II 
French II 
Latin II 
Greek I August 



U. S. History and Govern- 
ment 
Elective 
Elective 
Elective 



Elements of Harmony 

*Economics 

*Dramatics 

Chemistry 

English History 

* Applied Designing 

* Advanced Freehand Drawing 
Solid Geometry i/^ 
Trigonometry y2 

English III 

German I or III 

French I 

Latin I or III 

Greek I or II August 

*History of Art 

Zoology 

* Argumentation 
Advanced Algebra % 
*Public Speaking 



History of Music 

*Economics 

Physiology and Hygiene 

Physics 

Advanced Algebra Vz 

* Argumentation 
English IV 
German II or IV 
French II or IV 
Latin II or IV 

Greek II or III August 

* Astronomy % 
Solid Geometry V2 
Trigonometry 1^ 



6 COURSE OF STUDY 

In addition to the subjects on preceding pages, a certain amount of 
Physical Culture will be required of all students. Hygiene is pre- 
scribed for all girls in the second year. 

Pupils preparing to enter one of the California State Normal 
Schools are advised to register for Course I or Course II. 

Note 1. The University of California will accept either Ancient 
or Modern Languages or both for admission. But since the Univer- 
sity requires Latin for graduation from the Colleges of Letters and 
Social Sciences, and does not offer instruction in the first two years 
of high school Latin, students preparing to enter these Colleges must 
take at least two years of Latin. Latin is not required for admission 
to or graduation from other colleges. 

Note 2. In the General Course, Third Year English will be re- 
quired of all students who do not take at least two years of Foreign 
Language. 

Note 3. One year of Science is required for graduation from 
the General Course. It may be taken in any year of the course. 

Note 4. In electing Sciences and Music, students may choose 
electives from the preceding or succeeding year as well as from 
electives for the year in which the student is registered. General 
Science, if taken, must precede any other science. One year science 
will be required for graduation from any four-year course. 

Note 5. A student will not be allowed to take more than the 
equivalent of four recitations per day unless by special agreement be- 
tween the principal and the student's parents. 

Note 6. Except as provided in Note 7, sixteen credits, each re- 
quiring at least two forty-five-minute periods per day for recitations 
and preparation for one year will be required for graduation. 

Note 7. One of the sixteen credits required under Note 6 will 
be granted for work in literarj'-, athletic or other student activities 
(including debating, and choral and orchestral music) in student so- 
cieties operating under the supervision of the principal or some fac- 
ulty member designated by him. This credit shall be granted under 
rules established by the principal. 

Note 8. No class shall be organized or maintained in the first 
or second year of any high school unless at the beginning of the year 
there shall be enrolled in the class not less than twenty-five students, 
provided that in the second year a course, which is a continuance of 
a first-year course, may be maintained if not less than twenty stu- 
dents are enrolled therein. 

Note 9. No class shall be organized or maintained in the third 
or fourth year of any high school unless at the beginning of the year 
there shall be enrolled in the class not less than fifteen students, pro- 
vided that no class shall be suspended unless the same subject is be- 
ing given in some other high school in this city. 

Note 10. When any course is given in more than one high 
school, there shall be uniformity in text books, and in the content of 
the course of study pursued. 



COURSE OF STUDY 



ENGLISH. 

LITERATURE COURSE. 

Aims 

1. To arouse an interest in the best that has been written by 
making students enjoy their English work. 

2. By means of this interest in the best, to help develop right 
ideals of thought and action, 

3. To train in intelligent, appreciative reading; viz., to be able 
to get the writer's thought and to acquire some standards of judg- 
ment as to what constitutes true literature. 

Divisions. 

1. Literature studied in class. 

2. Collateral reading done in connection with the literature 
studied and under the general direction of the teacher. 

3. Reading selected at will from a general list, composed not nec- 
essarily of masterpieces, but of wholesome books interesting to young 
people, the purpose being to encourage reading and to furnish sug- 
gestions as to what is worth while. 

NINTH YEAR. 
First Term. 

Literature Studied. 

The Iliad, Books 1, 6, 22 and 24. Bryant's Translation. 
The Odyssey. Complete. Palmer's Translation. 
Antigone. 
Collateral Reading. Selections from the following: 
The Iliad (At least four more books.) Homer. 
Wonder Book. Hawthorne. 
Tanglewood Tales. Hawthorne. 
Gre^k Heroes. Kingsley. 
Earthly Paradise. Morris. 
The ^neid. Virgil. 
Masque of Pandora, Longfellow. 
Iphigenia in Aulis. Euripides. 
Iphigenia in Tauris. Euripides. 
Alcestis. Euripides. 



8 COURSE OF STUDY 

Ulysses. Stephen Phillips. 

Balaustion 's Adventure. Browning. 

Pheidippides. Browning. 

Rhoecus. Lowell. 

Out of the Northland. Child. 

Old Testament Stories. 

The Song of Roland. 

The Niebelungenlied. 

Beowulf. Child. 

Method. 

1. Introduction to Greek life and thought, especially of religion. 
(Talks by the teacher and reports by students on topics assigned.) 

2. Reading of the most important stories of the gods and older 
heroes. (Teach in connection with 1. and 2, the use of reference 
books.) 

3. Reading of literature assigned, (1) for interest in story; (2) 
in characters; (3) in customs of the times; (4) in heroic ideals; (5) 
for fine lines. Try to recreate the Homeric life and to bring out the 
elements of permanence. 

4. Enough attention to allusions and meanings of words to in- 
sure intelligent reading, but no more. 

5. Study the ''Antigone" broadly for story and characters, and 
to arouse an interest in the difference between the Greek and modern 
piay, but avoid technicalities here. Develop the ability to find fine 
lines. 

6. Occasional reports, oral and written, on allied subjects; such 
as, Greek temples, sacrifices, the priesthood, famous festivals, or on 
collateral reading. 

NINTH YEAR. 
Second Term. 

Literature Studied. 

1. Horatius, Macaulay's Lays. Old English Ballads. Sohrab 
and Rustum, Matthew Arnold, or Lady of the Lake, Scott. 

2. Prose Literature for Secondary Schools. Ashmun. 

3. One of the following novels: 
Treasure Island. Stevenson. 
Kidnapped. Stevenson. 
Ivanhoe. Scott. 

Quentin Durward. Scott 
The Talisman. Scott. 



OAKLAND HIGH SCHOOL 9 

Collateral Beading. 

(Selected) 

Lady of the Lake. Scott. 

Lay of the Last Minstrel, Scott. 

Marmion. Scott. 

Lays of Ancient Eome, Macaulay. 

The Boys' King Arthur. Lanier. 

Tales of a Grandfather. Scott. 

Kenilworth. Scott. 

Woodstock. Scott. 

Eob Eoy. Scott. 

David Copperfield. Dickens. 

Old Curiosity Shop. Dickens. 

Method. 

First Group. 

1. Eead for interest in story and character. Never lose sight of 
this. 

2. Work to develop the pictorial imagination. The method of 
the drama will help; i. e., set the scene, describe accurately the 
actors, dress them appropriately, imagine facial expression, tone of 
voice, gesture and action. 

3. Stimulate discussion on characters and motives actuating 
them, 

4. Occasional close work on fine descriptive passages. Image 
them accurately. Bring out by this effort the obvious differences 
between poetic and prose diction, but no special study of this here. 

5. Connect with the preceding term's work when possible, by 
comparison of the heroic ideals with those of the Greeks. 

Second Group. 

Follow the general trend of the suggestions given in the text. 
The aim is to arouse an interest in prose devoid of strong story ele- 
ment. 

Third Group. 

Follow the general directions for the study of the first group. 
Give simple training in the development of a plot, but keep this sub- 
ordinate to interest in the storv and characters. 



10 COURSE OF STUDY 

TENTH YEAR. 
Second Term. 

Special Aim of the Term. 

To teach to read poetry with enjoyment, and to show that po- 
etical expression is an addition to beautiful thought. 

Literature Studied. 

First Half Term. 

The Vision of Sir Launfal. Lowell. 
The Forsaken Merman. Arnold, or 
King Eobert of Sicily. Longfellow. 
The Ancient Mariner. Coleridge. 

Second Half Term. 

The Merchant of Venice. Shakespeare. 

Sesame and Lilies (King's Treasuries). Euskin. 

Collateral Reading. 

Any narrative and descriptive verse rich in ethical and poeticaJ 
beauty; such as, 

Enoch Arden. Tennyson. 

Snow Bound. Whittier. 

The Eve of St. Agnes. Keats. 

The Grolden Legend. Longfellow. 

Tales of a Wayside Inn. Longfellow. 

Drifting. Buchanan Eead. 

The Closing Scene. Buchanan Eead. 

Nature Lyrics. Lowell. 

Twelfth Night. Shakespeare. 

Midsummer Night 's Dream. Shakespeare. 

The Tempest. Shakespeare. 

As You Like It. Shakespeare. 

The Alhambra. Irving. 

Travels with a Donkey. Stevenson. 

An Inland Voyage. Stevenson. 

South Sea Idyls. Stoddard. 

Lorna Doone. Blackmore, 

Method. 

1. Simple presentation of the differences between poetry and 
prose; 

(1) in purpose, 



OAKLAND HIGH SCHOOL ll 

(2) in thought (subject), 

(3) in choice and use of words, 

(4) in sound. 

2. Short drill on selected figures, principally of imagination. 
Choose only those rich in meaning and within the range of the ex- 
perience of the class. Work to bring out the gain from the figure. 

3. Present the music side of poetry — rhythm, meter, rhyme (in- 
cluding alliteration), and give a drill on various selections to train 
the ear. 

4. "Vision of Sir Laimfal. " Study for beauty of thought, eth' 
ical content and its application to modern life, and beauty of pic- 
tures and figures. Give much attention to the visualizing power. 
Tr}^ to show that the poetic language and form are a gain. 

5. Study of other narratives on same general plan. If time per* 
mit, study a few lyrics rich in content and poetic beauty, such as 
Tennyson's ''Lotus Eaters," or Shelley's ''Skylark;" (1) for 
thought; (2) for beauty of word usage; (3) for melody. 

6. "Merchant of Venice." Study (1) for what happens — the 
sequence of events and their relation to each other; (2) for a knowl- 
edge of the characters and the motives actuating them; (3) for fine 
lines; (4) for strongest and most beautiful scenes; (5) for beauty of 
language, noting scenes richest in poetic expression and its appro- 
priateness; (6) for structure; i. e., the major and minor stories and 
their relation to each other. Throughout the whole emphasize the 
fact that the play is a picture of human life; make the characters 
and the scenes real. 

7. ' ' Sesame and Lilies. ' ' Study to stimulate thought and to 
arouse a further interest in fine literature. Train in the way to 
read prose; i. e., the finding of the main thought (topic sentence), 
and tracing its growth in the paragraph; also the necessity for 
knowing the real significance of the words used. 

TENTH YEAR. 

Second Term. 

Literature Studied. 
First Half Term. 

Continuation of the study of the drama Julius Caesar. 
Second Half Term, 

Training in careful, intelligent reading' of prose, expository and 
argumentative. 



12 COURSE OF STUDY 

Public Duty of Educated Men. Curtis. 
International Arbitration, Schurz. 
Salt. Van Dyke. 

(From Shurter's Masterpiece of Modern Oratory). 
First Bunker Hill Oration. Webster. 

Collateral Reading. 

Eichard II. and III. Shakespeare. 

Henry V. Shakespeare. 

Coriolanus. Shakespeare. 

Henry IV. Shakespeare. 

The Jew of Malta. Marlowe. 

Eichelieu. Bulwer-Lytton. 

The Plymouth Oration. Webster. 

The Second Bunker Hill Oration. Webster. 

The Eulogy on Adams and Jefferson. Webster. 

(Other speeches from Shurter's Masterpieces). 

Method. 

1. '^ Julius Caesar." Same general treatment as with ''Mer- 
chant of Venice, ' ' with more emphasis on study of plot — the con- 
flicting interests, the threads of action, character groups, character 
contrast, the division in the plot, the important moments — but never 
emphasis technique at the expense of study of the play as a picture 
of life. Much memorizing of fine lines. 

2. Prose. (1) Find main thought of each paragraph (topic sen- 
tence) and trace its growth, noting the method of development when 
clear; (2) group related paragraphs and note relation of different 
groups to each other; (3) note introductory, transitional, summariz- 
ing and concluding paragraphs; (4) show further the necessity for a 
clear, definite content for each word and a knowledge of references. 
Owing to the difficulty of this work, it is well at first for teachers 
to study with the class, in order to arouse interest in the thought 
and prevent discouragement. Power to work independently will soon 
grow. 

ELEVENTH YEAR. 

First Term. 

Literature Studied. 

1, Continuation of work of the tenth year with poetry. 
The Idylls of the King, Tennyson, 
The Coming of Arthur, 



OAKLAND HIGH SCHOOL 13 

Gareth and Lynette. 

The Holy Grail. 

The Passing of Arthur. 

2, Study of a novel. 

Silas Marner. George Eliot, or 
The Tale of Two Cities. Dickens. 

3. Study of the Essay. 

Autobiography and Lay Sermons. Huxley, or 
Warren Hastings. Macaulay. 

Collateral Reading. 

The Idylls of the King (Enid, Elaine, and Guinievere). 

The Princess. Tennyson. 

The Lady of Shalott. Tennyson. 

Sir Galahad. Tennyson. 

Merlin and the Gleam, Tennyson. 

The Light of Asia. Edwin Arnold. 

Balder Dead. Matthew Arnold. 

Lord Clive. Macaulay. 

Life of Johnson. Macaulay. 

The Americanism of Washington. Van Dyke. 

Latter Day Saints and Sinners. Eoss. 

The Life of Lincoln. Schurz. 

Fisherman's Luck, Van Dyke. 

Adventures in Friendship, Grayson, 

Adventures in Contentment. Grayson. 

Out of the East. Lafcadio Hearn, 

My Summer in a Garden. Warner. 

Eeveries of a Bachelor. Mitchell. 

Dream Children. Mitchell. 

Method. 

1. Idylls of the King. Study for (1) nobility of thought and 
ideals of life; (2) beauty of pictures; (3) imagery and word usage; 
(4) blank verse and noticeable sound effects. Make special effort 
as in the first half of the tenth year, to develop the imagina- 
tion and an appreciation of the gain from beautiful expression. 

2, The novel, (1) Train in open-eyed reading; the story and the 
characters should be known thoroughly. (2) Aim to enlarge the 
experience by acquaintance with new motives and actions. (3) Seek 
for the underlying ideas in the story and for the working out of 
great laws, (4) Study of structure as in the drama. 



14 COURSE OF STUDY 

3. The Essay. Continue paragraph work of the tenth year, sec- 
ond half, with new emphasis on kinds of paragraph developmenl. 
Distinguish between narrative, descriptive, and expository paragraphs, 
and the methods of development in each. Begin the study of prose 
style; i. e., rhetorical sentences and their value: studiously long and 
short sentences, periodic sentences, antithesis and climax; also 
study vocabulary, especially, in Macaulay, the use of concrete terms 
and their value. Select striking paragraphs for close work on style, 
and study to discover method. 



ELEVENTH YEAE. 

Second Term. 

Literature Studied. 

American Literature. 

1. Poetry. Class work on selected poems of Bryant, Poe, Long- 
fellow, Emerson, Whittier, Holmes, Lowell, Walt Whitman. 

2. The Novel. 

House of Seven Gables. Hawthorne, or 
Marble Eaun. Hawthorne, or 
Eise of Silas Lapham, Howells. 

3. The Short Story. Hawthorne and Poe. 

4. The Essay. One of the following: 
Fortune of the Eepublic. Emerson. 
The American Scholar. Emerson. 
Compensation, Emerson. 
Democracy. Lowell. 

Collateral Reading. 

Eranklin. Autobiography. 

Sketch Book. Irving. 

The Alhambra. Irving. 

Knickerbocker History of New York. Irving. 

Last of the Mohicans, or any other novel. Cooper. 

Lesser poets of the Creative Period: 
Aldrich. 
Bayard Taylor. 
Buchanan Eead. 
Alice and Phoebe Cary. 
Holland. 



OAKLAND HIGH SCHOOL 15 

Later Poets: 
Lanier. 
Bret Harte. 

Edward Eowland Sill. 

Helen Hunt. 

Eugene Fields. 

James Whitcomb Kiley. 

Eichard Watson Crilder. 

Edwin Markham, 
The Man Without a Country. Edward Everett Hale. 
The Autocrat of the Breakfast Table. Holmes. 
Walden. Thoreau. 

Method. 

The course is to be taught historically, by means of lectures, class 
study of the most important authors, and much collateral reading. 
The purpose is to arouse an interest and pride in America's literary 
product, therefore the work is taught more broadly than in preceding 
terms. Preface the course with a brief consideration of what is 
meant by the term literature, and with a review of simple poetics 
as a basis for the future study of poetry. 

1. Poetry. Select for study poems not usually read in the 
grammar school, unless the well known have a content of growing 
interest; examples: Longfellow's Keramos, Amalfi, Morituri Salu- 
tamis; Lowell's Commemoration Ode; Emerson's Each and All. 

2. The novel. Same plan as in preceding term. 

3. The short story. Develop (1) the characteristics of a suc- 
cessful short story; (2) the differences between this and a novel; 
(3) the various types of short story; (4) some definite standards of 
judgment for future use. 

4. The essay. Bead mainly to stimulate thought on life. 

5. Make the collateral reading an important part of this course. 
Have outside reading done on each author studied and on others for 
whom there is not time for class work. Help toward intelligent, ap- 
preciative reading by assigning special topics on the literature read, 
and give occasional recitation periods to oral reports. 

6. Have occasional oral readings from authors not studied in 
class, especially the best of the later poets. This may be done fre- 
quently in five-minute exercises at the beginning of the recitations. 

7. Put early into the hands of the students a classified list of 
the best American authors. Stimulate in every possible way the 
desire to read. 



16 COURSE OF STUDY 

TWELFTH YEAE. 
General Purpose for the Year. 

(1) To unify the work of the preceding terms. (2) To give a 
rapid survey of the whole field of English Literature. (3) To study 
selected masterpieces characteristic of the various periods. (4) To 
learn the characteristics of the chief literary types. (5) To read as 
broadly as possible in each period. Collateral reading here runs 
parallel with class work. 

First term. 

Literature Studied. 

History of English Literature to 18th Century. 

Prologue to the Canterbury Tales. Chaucer. 

Eeview of the Old English Ballads. 

Macbeth. Shakespeare. 

L 'Allegro and H Penseroso. Milton. 

Comus. Milton, or 

Paradise Lost, Books 1 and 2. Milton. 

Lycidas. Milton. 

Sonnet on His Blindness. Milton. 

Alexander's Feast. Dryden. 

Collateral Reading. 

The epic — Beowulf (at least two-thirds). 

The tale — One of Chaucer's, preferably the Knight's Tale. 

The drama — King Lear. Shakespeare, or 

Hamlet. Shakespeare, or 

Othello. Shakespeare, or 

The Jew of Malta. IVIarlowe, or 

Doctor Faustus. Marlowe. 
The song — Palgrave's Golden Treasury. Books 1 and 2. 
The essay — Essays selected. Bacon. 
The allegory — Pilgrim's Progress (Part I). Bunyan. 
The elegy — Elegy in a Country Churchyard. Gray. 

Adonais. Shelley. 

Thrysis. Matthew Arnold. 

In Memoriam. Tennyson. 

Thanatopsis. Bryant. 

Method. 

In general study broadly to stimulate a desire for further ac- 



OAKLAND HIGH SCHOOL 17 

quaintance with literature, but whenever made possible by the work 
in hand, review and sum up principles emphasized throughout pre- 
ceding terms. 

Chaucer. Eead (1) for a picture of the times; (2) to discover 
his broad humanity; (3) for his humor and satire; (4) for his lit- 
erary method. Do not attempt to teach pronunciation or grammar, 
but insist on smooth, intelligent translation. 

The Ballads. Eead to find the characteristics of ballad literature. 
Compare with the literary ballad; such as, The Ancient Mariner, 
Scott 's Rosabelle, or Eossetti 's White Ship. 

Macbeth. Eead principally for great ethical lessons. Emphasize 
character development. Have only so much close study as is neces- 
sary for the understanding of the action and characters. Teach as 
dramatically as possible; imagine stage setting, tone of voice, facial 
and bodily expression, action — in order to enter into the play. Se- 
lect passages noticeable for beauty or power of expression and test 
appropriateness. 

Paradise Lost. Study as dramatically as possible. Do no line- 
by-line study. Get the story, the character of Satan with its mix- 
ture of good and evil, the fine pictures and imagery. Mark fine 
thoughts, also examples of loftiness and sublimity, of color and splen- 
dor, and of varying melody. 

Comus. Study as an example of the masque, keeping the dra- 
matic element prominent. Set the scenes, imagine stage accessories 
suggested by the lines; such as, costumes, lights, tableaux, music, 
Show differences between this and the fully developed drama. Do 
the same kind of work as in ' ' Paradise Lost ' ' with fine thoughts and 
beautiful expressions. Show the lyric element here and its appro- 
priateness. 

Lycidas. Preface with the reading of examples of the classic pas- 
toral elegy, in order to familiarize students with the pastoral style 
and so remove some of the difS.culties. (See Baldwin's ''Famous 
Elegies" for translations of Theocritus, Bion, and Moschus). This 
poem has real difficulties for young students, therefore the teacher 
must give wise assistance in mastering it, or it will fail to make an 
appeal. Note the beautiful variation of melody. Show the effect of 
alliterative and assonantal rhyme and the grouping and alternation 
of consonant and vowel sounds, with resulting changes in music. At 
the close of the study of the poem, make a comparative study of it 
and Gray's Elegy to show the difference between the personal and 
the general elegy. 



18 COURSE OF STUDY 

Alexander's Feast. Study (1) as an imitation of the heroic ode; 
(2) as an example of effective wedding of sound- and sense. 

Second Terra. 

Literature Studied. 

History of English Literature from 18th century to present. 

Sir Eoger de Coverley Papers. Addison & Steel. 

The Deserted Village. Goldsmith. 

The Vicar of Wakefield. Goldsmith. 

Elegy in a Country Churchyard. Gray. 

Lyrics. Burns, Wordsworth, Shelley, Keats, and Byron. 

Essays of Elia. Lamb. 

Joan of Arc. De Quincey, or 

Essay on Burns. Carlyle. 

Selected Poems. Tennyson, Arnold, Browning. 

Collateral Reading. 

She Stoops to Conquer. Goldsmith. 

The Eape of the Lock. Pope. 

Essay on Man (Selections). Pope. 

Essay on Johnson. Macaulay, or 

Essay on Addison. Macaulay. 

The Newcomes. Thackeray. 

Henry Esmond. Thackeray. 

One novel. Dickens. 

One novel other than ' '■ Silas Marner. ' ' Geo. Eliot. 

Essay on Burns. Carlyle, or 

Heroes and Hero Worship (Selections). Carlyle, or 

Essay on Wordsworth. Matthew Arnold. 

Method. 

In general, treat the literature studied broadly, to leave in the 
mind by the end of the term a liking for it and a desire for more. 
Do only enough minute study to insure intelligent, appreciative read- 
ing and to prevent carelessness. 

Sir Roger de Coverly Papers. Preface with topical work on the 
character of the 18th century. (See ''Social Life in the Eeign of 
Queen Anne" by Ashton). Eead to the class the "Eape of the 
Lock" as a picture of the times. Study the De Coverley Papers (1) 
as a picture of the times; (2) for the character of Sir Eoger and rea- 
sons for its life; (3) for method of character delineation; (4) for 
method of teaching; (5) for examples of humor and satire; (6) for 
observations of human nature. Select some expository paper for close 



OAKLAND HIGH SCHOOL 19 

study of structure: introduction and conclusion, paragraph develop- 
ment, coherence. 

Gray, Goldsmith, Bums. Study to discover characteristic features 
of the ''Komantic Revival," and survivals of 18th century style. 
Try to show by Burns' lyrics and by a return to 16th century 
lyrics the essential characteristics of the song. 

The Vicar of Wakefield. Rapid study of humorous situations, lov- 
ableness of the characters, kindliness and gentleness of the author^ 
elements of permanence. Comparison with some later novel. 

Shelley, Keats, Byron. Closer attention to the beauties of poetic 
expression and its relation to the thought: pictures, figures, color and 
sound words, meter, rhyme effects. 

Review by the end of the term the main periods of English Lit- 
erature, their distinguishing characteristics, and the great names of 
each, also the main literary types. 

PUBLIC SPEAKING. 
Prerequisite. 

Two years of English. May be substituted for either term of the 
11th year or taken in addition to the regular course. 

Texts. 

Extempore Speaking. Shurter. 

Manual of Argumentation. Laycock and Spofford. 

Manual of Parliamentary Law. Gregg. 

Method. 

First Half Term. 

1. Training in simple parliamentary law. 

2. Practice in reading and reciting speeches of others. 

3. Original speeches, prepared and extempore, such as, speeches 
of introduction, nomination, presentation, acceptance, eulogy, fare- 
well, toasts. 

4. Reading of oratorical masterpieces, especially modern ones, 
and class discussion as to strength and weakness, elements of success 
and failure. 

5. An original oration. 
Method. 

Second Half Term. 

1. Study of the theory of argument. 



20 COURSE OF STUDY 

2. Conciliation with the Colonies, Burke. 
Speech on Keform Bill. Macaulay. 
Eeply to Hayne. Webster. 

Study Burke for structure, logical arrangement, force of rea- 
soning, different kinds of arguments. Study Maeaulay and 
Webster as different types of oratory. 

3. Making of briefs. 

4. Practice in argument and debate. 

STUDY OF THE DRAMA. 

Time. 

One-half year. 
Credit. 

One-half unit. 
Prerequisite. 

Two years of English. 

May be substituted for either of 11th year English courses, or 
taken with either term of the regular 11th or 12th year work. 

Aim. 

1. To awaken in the student a taste for that which is essentially 
good in the drama, both as to content and form. 

2. To acquaint the student with so much of the history and tech- 
nique of the drama as is necessary for intelligent study. 

Contents of Course. 

Plays studied. 

1. Antigone. Sophocles, or 
Alcestis. Euripides. 

2. Everyman. 

3. Hamlet. Shakespeare. 
Twelfth Night. Shakespeare, or 

some other Shakespearean tragedy or comedy. 

4. She Stoops to Conquer, Goldsmith, or 
The School for Scandal. Sheridan. 

5. The Doll 's House. Ibsen. 

6. Trelawney of the Wells. Pinero, or 
Sweet Lavender. Pinero, or 

The Cabinet Minister, Pinero. 

7. The Land of the Heart 's Desire. Yeats. 



OAKLAND HIGH SCHOOL 21 

8, The Only Wa}-. (Dramatization of Dickens' Tale of Two 
Cities), or 
Oliver Twist. 

Collateral Reading. 

Selected plays from the following: 
Agamemnon, ^sehylus. 
Alcestis. Euripides. 
The Frogs. Aristophanes. 
The Captives. Plautus. 
Early English Plays: 

Sacrifice of Isaac. 

Noah 's Flood. 

Secunda Pastorum. 
The Jew of Malta. Marlowe, 

Knights of the Burning Pestle. Beaumont & Fletcher. 
Alexander and Campaspe. Lyly. 
Shoemaker's Holiday. Dekker. 
As You Like It. Shakespeare. 
Midsummer Night's Dream. Shakespeare. 
The Tempest. Shakespeare. 
Henry V. Shakespeare. 
School for Scandal. Sheridan. 
The Eivals. Sheridan. 
The Good Natured Man. Goldsmith. 
Lady of Lyons. Lytton. 
Becket. Tennyson. 
Blot in the Scutcheon. Browning. 
Caste. Eobertson, or 

School. Eobertson (for type of new realistic school). 
London Assurance. Boucicault (for reversion to 18th century 
comedy of manners). 

His House in Order. Pinero. 

The Magistrate. Pinero. 

Judah. Jones. 

Doll's House. Ibsen. 

Pillars of Society. Ibsen. 

An Enemy to the People. Ibsen. 

Ulysses. Stephen Phillips. 

The Blue Bird. Maeterlinck. 

The Piper. Peabody. 

The Servant in the House. Kennedy. 

Strife. Galsworthy. 

Eiders to the Sea. Synge. 



22 # COURSE OF STUDY 

Outline of Class Work. 

1. Origin and development of drama among the Greeks; study of 
a play from the period of their highest literary achievement. 

2. Brief consideration of the forerunners of the modern English 
drama; (1) miracle plays, (2) moralities, (3) early English farces, 
(4) pre-Shakespearean drama. Examples of types (2) and (4) studied. 

3. Shakespearean Drama: study of one each of the comedy and 
tragedy (those not studied in the regular English courses). 

4. Brief review of the history of the drama from the beginning 
of the 17th to the end of the 18th century. Study of one of the best 
types of 18th century comedy. 

5. Important phases of 19th century drama considered. Study 
of a transition type. 

6. The contemporary drama; its broad range as to both matter 
and manner opening great possibilities — of achievement for the dra- 
matist, of education for the audience. 

Method. 

In accordance with the aims as stated, the technical side of the 
work will, for the most part, be presented by the teacher in the form 
of concise notes, in order to leave as much time as possible for direct, 
appreciative study of plays. 

The collateral reading is to be used as illustrative material and 
for comparison. 

Scenes will be studied and presented by students in the classroom, 
with occasional public (school) presentations. Students realize dra- 
matic values by this means. 

Toward the end of the term, students will be encouraged to at- 
tempt the construction of original plays or dramatization of parts 
of novels and stories. 

WRITTEN COMPOSITION. 

The work in composition is so planned as to draw help from the 
literature course, but is not based upon it. One period a week in all 
classes except Public Speaking and Dramatics is devoted to the work. 

General Suggestions. 

1. Work from the whole to the parts; that is, begin with the 
whole composition, and work to the paragraph and sentence. 

2, While emphasizing in different terms some one particular kind 
of composition, do not limit the work wholly to that form. 



OAKLAND HIGH SCHOOL 23 

3. Make the course cumulative; that is, refer to and emphasize, 
wherever possible, principles learned in former terms. 

4. In all work, oral and written, whether formal compositions, 
examinations or recitations, develop a feeling for organization and 
arrangement of thoughts. 

5. Encourage expression of the student's interest, but try to 
guide and broaden it. Seek to develop the power to observe accu- 
rately; also to awaken the imagination. 

6. Try constantly to enlarge the student's vocabulary. 

7. Insist on correct form, neatness and promptitude. Part of the 
work of High School English is to form correct habits. 

8. Make all criticisms constructive. Have as much personal con- 
ference as possible. 

NINTH YEAE. 
First Term. 
Special Work. 

1. Composition, chiefly narrative, but no special emphasis on 
narrative as a form of discourse. 

2. Punctuation. 

3. Letter-writing. 

4. Eeview of grammar. 
Material. 

Keproductions of parts of literature read, reports on outside read- 
ing, imaginative treatment of subjects suggested by the literature 
lesson, personal experiences. The following will suggest possible 
subjects: New nature myths, new hero stories, additional adventures 
for Ulysses, stories illustrating his various traits of character, new 
endings to old stories, possible settings for Homeric stories, dialogues 
between Homeric characters, descriptions of scenes from the Iliad 
from the point of view of an eye-witness, etc. 

Method. 

1. 'Teach from the beginning correct form and habits of neatness 
and care. While emphasizing these, have most of the work repro- 
ductive, in order not to kill spontaneity. 

2. Emphasize letter-writing toward the end of the term when 
the interest has been aroused in other forms of writing. Select for 
practice only such letters as young people would be apt to write. 

3. Begin systematic training in punctuation early, and continue 



24 COURSE OF STUDY 

with the composition work throughout the term. Teach the use of 
the comma, quotation marks, especially in dialogue, and the terminal 
marks. Teach by the logical rather than by the formal method; 
that is, lead to the examination of the thought in sentences and to 
punctuation in accordance with it. 

4. In review of grammar, use Hitchcock's ''Enlarged Practice 
Book. ' ' Select chapters treating of the general structure of a sen- 
tence, the nature, kinds, and uses of phrases and clauses; also the 
exercise on common errors of speech. Adapt this work to the special 
needs of each class. One day a week will be taken for drill if neces- 
sary, or it may be omitted, if classes are well prepared. 

Second Term. 

Begin the study of separate forms of discourse. Teach what 
rhetoric is, and the reasons for studying it. 

Special Work. 

1. Narration, with its involved problem of structure. 

2. Continued drill on punctuation. 

3. Continued drill in grammar if needed. 
Method. 

1. Begin with narration. Teach during the term the essentials 
of a successful narrative. 

a. Action (something happening). 

b. Point (an idea, a climax). 

e. Unity (it must hang together). 

d. Style (it must be interesting and entertaining). 
Emphasize this kind of work while teaching narrative poetry and 
prose (the novel), but do not draw subjects from the literature les- 
son. From this term on, composition work should be original. (See 
Sampson & Holland's Composition and Ehetoric for excellent sug- 
gestions on teaching narration). 

2. While studying Ashmun 's ''Prose Literature for Secondary 
Schools, ' ' follow the general line of composition work there suggested. 

3. Punctuation. Teach the use of the semicolon, colon, dash, and 
exclamation point, and continue drill of preceding term. 

4. Simple teaching of paragraph structure; that is, the grouping 
of similar thoughts together by their relation to a central idea or 
topic. 

5. Toward the end of the term a brief review of letter-writing. 



OAKLAND HIGH SCHOOL 25 

TENTH YEAR. 

First Term. 

Special Work. 

1. Description, with involved problem of diction. 

2. Review of letter-writing. 

Method. 

1. Begiii with comparative work in two kinds of description: 
scientific and literary; that for information and that for enjoyment. 
Develop this by the primary essentials of descriptive writing: 

a. Point of view. 

b. Selection of details. 

c. Order and grouping. 

d. Objective and subjective character. 

e. Appropriate diction, 

2. Notice of differences will involve a study of diction: sy- 
nonyms, especially adjectives; figures of speech (simile, metaphor, 
and personification); words of color, sound, motion, shape, concrete 
terms. 

3. Use as illustrative material examples from scientific writing, 
text-books, books of travel, novels, verse. Whenever possible, make 
the literature lessons serve as models, but do not draw from them 
for subjects. Have all composition original. 

4. Later in the term return to narration, and combine with it 
description of scenery and character. 

5. Throw occasional compositions into the form of the friendly 
letter, us!ng som? of the best modern letter writers, such as Steven- 
son, as models. 

TENTH YEAR. 

Second Term. 

Special Work. 

1. Exposition, with invoh'ed problem of clearness and order. 

2. Word-work, with the purpose of enlarging the vocabulary and 
developing accuracy in the use of words. 

3. Review of letter-writing. 

Method. 

1. Connect with the preceding term's work by showing that ex- 
position is description which explains; which shows the general and 



26 COURSE OF STUDY 

the common rather than the particular and the individual; which 
omits the personal. 

2. Develop the following special points: 
Arrangement of material. 

A. Gathering of ideas, either one's own or those from 
standard authorities. If the latter, give directions on 
note-taking. 

A. Selection of material, according to scale of treatment. 
C. Making of outline. 

a. Key sentence or announcement of subject. 

b. Grouping into leading and subordinate points. 

c. Conclusion, with summary where advisable. 

Development of material (Paragraph making). 

Do no formal work with the paragraph except to teach the 
importance of the topic sentence as a means toward unity and 
therefore toward clearness. Insist on a clear topic sentence 
for each paragraph. Permit any means of development that 
naturally suggests itself. Encourage the attempt not only to 
begin paragraphs well, but to end them well. 

3. Word-work. Give regular exercises once a week for the first 
half term on work tending to develop an interest in words and accu- 
racy in their use; such as, exercises in defining, in synonyms (select 
only such as are apt to be misused), on words with interesting his- 
tory. In defining insist on correct form and clear distinctions. Vary 
this work and select with care, so that it will be vital. It is value- 
less if formal and perfunctory. 

4. Eeview briefly business letters, and such social forms (invita- 
tions, acceptances, regrets), as high school students will be apt to 
need. 

ELEVENTH YEAB. 
First Term. 

The work of the Eleventh year is cumulative, continuing prac- 
tice in narration, description, and exposition, with new emphasis on 
style. 

Method. 

1. While studying the ''Idylls of the King" .and ''Silas Mar- 
ner, " review narration and description. Insist on the observance of 
principles learned in earlier terms, but try to arouse an interest in 
style as a means of increasing effectiveness. Emphasize the differ- 



OAKLAND HIGH SCHOOL 27 

ence between poetic and prose style, and the limitations of each. 
Note the use of figurative language in modern prose style. Try to 
develop the power of suggestiveness. Study the descriptions of place 
and character in ''Silas Marner'^ from this point of view, and try 
to interest the class in attempts at imitation. 

2. While studying the essay, review exposition. Insist on atten- 
tion to points learned in the Tenth Year. Carry on paragraph de- 
velopment, with more emphasis on various kinds of paragraphs; as, 
transitional, summarizing, introductory, and concluding. 

3. Give some attention to prose style, especially if Macaulay is 
being studied. Show the value of various rhetorical forms; such as 
the balanced sentence, loose and periodic sentences, studiously short 
sentences, climax, rhetorical questions, also the value of concrete 
terms. Try to interest students in imitating various styles 
Frequent short papers, in each of which some definite point is being 
worked for, will bring better results both in interest and achieve- 
ment than less frequent long ones. 

Second Term. ^ " 

Special Work. 

Continued review of narration, description, and exposition, with 
emphasis on style. 

Method. 

1. Make the review of the first two forms lead up to the writing 
of a brief short story. Teach this at the same time the short story 
and novel are being studied. Begin with writing of various settings, 
introductions, descriptions of person and character, incidents intro- 
duced for various purposes, bits of dialogue, and lead up to the com- 
plete story. 

2. While reviewing exposition, draw subjects from questions of 
present interest, either local or general, and occasionally from lit- 
erature work. Eeports on collateral reading may be used to teach 
the writing of a simple, interesting book review, that would lead 
others to read. Choose subjects here that will not lead to copying 
other peoples' ideas. Eeject empty, glittering generalities. 

3. Have at least one longer piece of exposition this term than 
has been previously written, preferably on subject of public interest. 
Correct topical outline personally before the paper is written, show- 
ing how it may be improved. 



28 COURSE OF STUDY 

TWELFTH YEAE. 
First Term, 

Special Work. 

Argumentation with involved problem of force and tact. 
Method. 

1. Study the general nature of argument, the use of exposition 
in argument, the difference between inductive and deductive reason- 
ing, the difference between assertion and proof, attack and refu- 
tation. Be practical and not technical in this work. Choose sub- 
jects calculated to stimulate thought on topics of the day; draw 
as largely as possible from school life in order to demonstrate the 
value of the work. 

2. Emphasize the value of structure here as well as in pure ex- 
position. 

3. Practice in writing of speeches, in whole or in parts; open- 
ings, refutations, conclusions, appeals to the feelings. 

4. Show the value of appropriate style. 

5. Vary the special work of the term by occasional papers on 
topics suggested by the literature work, provided they are of live in- 
terest and such as to provoke discussion. 

Second Term. 

Special Work. 

1. Beview of the different forms of writing taught throughout 
the course, to test power and tO' unify impressions. 

2. Four longer papers than heretofore, one of each kind of dis- 
course. 

3. Briefer exercises are needed. 

ORAL COMPOSITION. 

Definite practice in oral composition extends throughout the entire 
course. At least once every five weeks each student talks to the 
class on some subject previously prepared. Increase these exercises 
whenever time will permit. 

General Directions. 

1. Have students stand before the class, free from desks or other 
external support. 

2. Subject matter should be prepared, but not memorized. Stu- 
dents may use a small card with headings, but no other notes. 



OAKLAND HIGH SCHOOL 29 

3. The length of the talk may vary from two to three minutes 
in the Ninth Year, to five of six in succeeding terms, as ideas and 
ease increase. 

4. Material should be drawn from subjects outside the literature 
lessons. Let the student 's interest determine the subject. Talks 
may be reproductions of newspaper or magazine articles, of parts of 
books, or accounts of personal experience, but the wording must be 
the student 's own. 

5. Teachers should emphasize constantly the same principles or 
order and arrangement of ideas as in written work. The aim is not 
mere talk, but effective speech. 

6. Emphasize interest of the audience as a test of success. Try 
to arouse an ambition to win this. Teach the gain to a speaker 
from erect, free posture of the body, ease of manner, command of 
the audience with the eye, clear enunciation, pleasant voice. 

7. Criticism must be sympathetic and kindly, even when correct- 
ive. Above all try to arouse ambition to succeed and the will to 
persevere. 

NINTH YEAR. 

Anecdotes, stories read, reports on topics connected with Greek 
life may all be used. The talks may be varied by readings; for in- 
stance, selections from Stephen Phillips' "Ulysses," read in parts; 
an act of "Antigone," or some other Greek play; poems illustrative 
of the work being studied, or similar work bearing no relation to the 
literature lessons. The aim is to develop ease and self possession in 
standing before the class, and interest in trying to hold an audience. 

TENTH YEAR. 
Material. 

Accounts of interesting things seen or done; descriptions of fa- 
mous events, places of men; accounts of anything of current inter- 
est. Try by the search for live material to broaden the students ' in- 
terests and to make them more generally intelligent. This may be 
helped by having suitable subjects for talks submitted every week, 
even 'although time will not permit practice in talking that often. 

ELEVENTH YEAR. 
Material. 

Continue the work of the preceding year, with greater emphasis 
on subjects of present interest. Seek to encourage intelligent read- 



;:() COURSE of study 

ing of newspapers by reports on current events. More frequent prac- 
tice may be obtained by sometimes combining the oral composition 
work of the second term with the literature work. Eeports on au- 
thors and works read outside of class, literary pilgrimages to inter- 
esting places in America, occasional readings may all be utilized. 

TWELFTH YEAE. 
Material. 

Every Monday throughout the year have reports at the beginning 
of the period, (1) on events of importance of the preceding week 
outside of the United States; (2) in the United States oueside of 
California; (3) in California, especially local events of importance. 
Insist on discriminating selection and judicious condensation. Have 
subjects of importance expanded into special talks. Use also through- 
out the year reports on topics suggested by the literature work. 



OAKLAND HIGH SCHOOL 



HISTORY. 

The work in this department has a two-fold purpose, namely, train- 
ing and information. In the first place, the subject is taught with a 
view to developing breadth of vision, judgment, and an understand- 
ing of cause and effect in human affairs. Secondly, the aim is to 
enable the student better to understand the conditions and problems 
of the present day by knowing their historical connections. The 
work is conducted with the constant realization that the highest use 
of history is to prepare young people to discharge intelligently their 
many duties as citizens in a democracy. 

The courses in the department are as follows: 

General History. For 9th and 10th grade pupils 

Ancient History. For 9th grade pupils. 

Mediaeval and Modern History. For 10th grade pupils. 

English History. For 11th grade pupils. 

United States History and Civics. For 12th grade pupils. 

Economics. For 11th and 12th grade pupils. 

General History. 

This course presents, in the simplest way, an outline of the history 
of our civilization, from its origin to the present day. It aims to 
help the pupil to understand the causes, geographical, racial, etc., 
that have led to the rise and decline of nations, and to appreciate 
the services that these peoples have rendered to mankind. Much at- 
tention is given to the great characters of history. An especial ef- 
fort is made to know the origin and history of existing nations, and 
to realize that the present is an outgrowth from the past. The course 
is useful also in helping the pupil to grasp the time and place of the 
characters and events that he meets in literature and science, and 
thus it supplies a background for his other studies. 

Ancient History. 

The courses in Ancient History and in Medieval and Modern His- 
tory together cover the same ground as the course in General History, 
but do so more thoroughly and with much greater detail. They are 
recommended to those who expect to' take at least three years of 
History in the high school. The course in Ancient History covers the 



oJ COURSE OF STUDY 

jt.riod from the the dawn of history to 800 A. D. It is designed to 
give the pupil some knowledge of the origin of our civilizatioh. 
After a short discussion of prehistoric beginnings, a brief study is 
made of the ancient oriental peoples. The major part of the course 
is devoted to the history and civilization of Greece and Rome, with 
«?spec;al reference to their influence on the life of the present day. 

Medieval and Modem History. 

The course in Medieval and Modern History covers the period 
from A. D. 800 to the present, and is a continuation of the course in 
Ancient History. Its purpose is to trace the continued development 
of our modern civilization, and to understand the origin and char- 
acter of the nations of today. Attention is devoted to economic 
and social conditions, as well as to political events. Especial em- 
phas's is placed upon the period since Napoleon Bonaparte. A study 
is made of the governments of the principal European nations, and 
contemporary problems are discussed in the light of their history. 
Considerable use is made of current newspapers and periodicals. 

English History. 

The fundamental principles of our American government, the idea 
of local independence, of jury trial, of representation, are traced 
back to English institutions; showing at the same time that these 
privileges are the result of the persistent contest waged for over six 
hundred years, which struggle, in fact, is still going on. The condi- 
tions in Scatland, Ireland, Wales, and on the Continent of Europe are 
discussed in connection with the constitutional development, and the 
■economic, political, social, and religious conditions in England. The 
British Empire is studied in its relation to the other nations of the 
world, and in the economic and political condition of its colonies and 
subjects. 

United States History and Civics. 

The study of the earliest period is planned to show that the work 
of discovery and exploration has been going on for over four cen- 
turies and is still in progress. Economic, political, and religious con- 
ditions in Europe are discussed, and related to conditions in America. 
During the colonial period the principles and the traits which charac- 
terized us now as a nation were developed. The importance of the 
idea of local independence maintained by the colonists against the 
idea of imperialism held by England is discussed, and followed by a 
consideration of the significant facts of the Revolution and the pro- 



OAKLAND HIGH SCHOOL "il 

cess by which the loose confederation of states became the consti- 
tutional republic, tending toward a vigorous national growth. The 
problems of transportation, the removal of the Indians, the disposal 
of the public lands, the struggle of free and of slave labor for the 
control of the territories, the Civil War; these subjects and others re- 
lated to them are treated, bearing in mind that today the United 
States is no longer in isolation, but linked to other nations. The 
study of the Constitution of the United States, and of the actual 
workings of the city, state, and national governments, is designed tr> 
bring out clearly that the citizen today has new duties and new re- 
sponsibilities; that the intelligent citizen should be informed co^^- 
cerning the tariff, the trusts, the labor unions, equal suffrage, the 
peace movement, and other current questions. The Constitution of 
the State of California, and the Charter of the City of Oakland are 
given special attention, and visits are made to the City Council, the 
Board of Supervisors, tl e Courts, and the State Legislature. 

Eccnomics. 

Economics deals with the social activities and institu- 
tions that result from men 's efforts to procure a livelihood. It 
studies the means by which nations become rich, and the effects of 
riches upon the public welfare. The policies of modern government 
have so much to do with economics that an understanding of economic 
laws is essential to wise citizenship. The aim of this course is to 
teach enough of accepted economic theory to enable the student to 
understand the laws that govern the larger economic questions of to- 
day. Mere abstract theories, however, are avoided. A study is made 
of the evolution of industrial society and the application of economic 
laws. Emphasis is laid upon the study of consumption, i. e.,, the 
best expenditure of the personal and public incomes, and on such 
dominant questions as Labor, Tariff, Monopolies, Socialism Taxaticn. 
The student is led to realize that as the industrial and economic life 
of today is the outgrowth of past tendencies, so the wise solution of 
present vexed economic questions will determine the economic clinr- 
acter of the decades to come. Moreover, it is believed that the study 
of economics, while dealing with matters of great practical impor- 
tancer, tends also to quicken the love of justice and to encourage san- 
ity and moderation of view concerning the value of material wealth. 



34 COURSE OF STUDY 



MATHEMATICS. 

NINTH YEAE. 
Elementary Algebra. 

Mechanical skill and accuracy of expression in the formal lan- 
guage of Mathematics are the things emphasized in the first year of 
Algebra. The course is designed to cover sufficient ground so that the 
student who studies Algebra for only one year will be able to handle 
the algebraic processes involved in problems of computation in 
Geometry and to manipulate formulae, in order that he may read 
intelligently the popular publications on mechanics. To this end 
special attention is paid to graphical methods of representation, to 
the solutions of simple equations in which the unknown may be 
represented by any letter, and to the solution of the quadratic 
equation, by the formula method as well as by factoring. Stress 
is laid upon accuracy of expression, and upon the knowledge of 
processes, that this elementary work may afford a proper founda- 
tion for all future work in Mathematics. Factoring is taught by 
means of type forms and rules, which the students are required to 
learn. 

The following are the subjects considered: four fundamental oper- 
ations, linear equations, type product forms, factors, fractions, frac- 
tional equations, ratio and proportion, quadratic equations, func- 
tionality, simultaneous linear equations (graphical solution), simpli- 
fication of simple surds. The quadratic equation is used to develop 
the idea of a variable and of a function of a variable, and to teach 
graphical methods of solving equations. Stress is laid upon the 
practical application of the graph to the solution of every day prob- 
lems. 

TENTH YEAE. 

Plane Geometry. 

Usual theorems and constructions, original exercises, problems of 
computation. 



OAKLAND HIGH SCHOOL 35 

ELEVE^lTH YEAR. 
Algebraic Theory. 



First Term. 



The object of this course is to introduce the student to the 
Theory of Mathematics; therefore the demonstration of principles 
is insisted upon, A rigorous treatment of simple laws is required. 

The course is designed to meet the needs of two classes of stu- 
dents: those who are preparing tor the Engineering Course at the 
University, and those who, while they are not preparing for college, 
wish to do advanced work in Mathematics and to acquire a broadei 
knowledge of Algebra than that obtained in the first year. It also 
prepares the students for the Courses in Trigonometry and Solid 
Geometry that are to follow. 

For the benefit of those students who are not preparing for the 
University and are not studying mathematics for its own sake, a 
special effort is made to make the content of the course as rich as 
possible; that is, to select topics that afford material for mathe- 
matical thinking and at the same time have vocational value. 

The following are the subjects considered: (factors, remainder 
theorem, factor theorem, fractions, fractional and negative indices, 
surds, and complex quantities (graphic treatment), theory of quad- 
ratic equations, graphs, simultaneous equations, proportion and vari- 
ation, logarithms. 

Second Term. 

Either Solid Geometry or Trigonometry. These subjects are be- 
gun but once a year. All students finishing two and a half years ' 
work in Mathematics may take whichever course is offered in the 
second half of their third year. Original work and solution of 
practical problems required. 

TWELFTH YEAE. 
First Term. 

Either Solid Geometry or Trigonometry. 
Second Term. 

This course is a continuation of the work in Algebraic Theory 
designed especially for engineering students and for others who wish 
to continue advanced work. The student who is pursuing Mathe- 
matics for its vocational value and who does not intend to go to 
the University need not elect it, since the first term of Algebraic 



36 

COURSE OF STUDY 



IZtZ Tr' ''"''"'" ^''"^'"''^' ^P--' methods foT higher 

rr:":; irrr ^' '""''^'""''^' ^"^"<=''°''' '>'-™^^' '"--:: 



OAKLAND HIGH SCHOOL 37 



SCIENCE. 

Physical Geography. Kegiilarly a ninth year subject. Time: 7 
or 8 periods per week. 

First Term. 

A study of land forms based on field excursions to points easily 
accessible afoot or on the street cars. Soil formation and conserva- 
tion. A study of the physical features of California with their eco- 
nomic consequences, particularly the determination of the routes of 
railroads, the choice and construction of harbors, quartz and placer 
gold mining, the development of water power and long-distance elec- 
tric transmission, lumbering, irrigation, agriculture, horticulture, etc. 
Tarr 's New Physical Geography, pages 13-172, liberally supplemented 
by the use of reference books, lantern slides, relief models and topo- 
graphic maps. Wright "s Manual of Physical Geography, 

Second Term. 

A study of the simpler elements of weather and climate based on 
astronomic and other observations and on certain physical and chem- 
ical experiments. A study of the great wind belts of the world and 
regions of excessive, moderate, or deficient rainfall, locating each 
regionally in the continents. The climatic regions of the United 
States with particular reference to temperatures, prevailing winds, 
and rainfall — each as modified by physiographic features and by 
large bodies of water. A regional study of the United States with 
particular reference to milling, stock feeding, dairying, slaughtering 
and packing, iron, coal, lumber. Centers of manufacture with a 
consideration of methods and lines of transportation both by land 
and sea, particularly of the transcontinental lines which reach the 
Pacific Coast. Possible changes on the Pacific Coast due to the 
opening of the Panama Canal. Tarr's New Physical Geography, 
pages 1-12 and 173-430, supplemented by the use of referenc? books, 
individual full-mounted globes, wall maps, weather maps, and ex- 
cursions to the Chabot Observatory and the United States Weather 
Bureau. Wright 's Manual of Physical Geography. 

Botany. Eegularly a tenth year subject; but may be taken in 
the ninth year. Time: 8 periods per week, including double labora- 
tory periods. Laboratory and recitation periods are arranged to suit 
the topic under consideration. 



38 COURSE OF STUDY 

The text used in Bergen's Essentials of Botany. In the main, the 
order of topics as there given is followed. More experiments in plant 
physiology are taken than are outlined in the text, and some time 
is devoted to the study of oxygen, hydrogen, nitrogen, and carbon, 
including the chemistry of combustion. About 24 weeks are devoted 
to the study of seed plants, and 18 weeks to spore plants. Enough 
time is devoted to the study of the classification of seed plants to 
enable a pupil to' use a key readily. An herbarium is not required; 
but the necessary instruction is given, and the pupil is encouraged in 
the preparation of one if he shows interest in this kind of work. In 
the study of spore plants particular attention is given to bacteria^ 
yeasts and molds in their relation to household affairs. 

Zoology. Eegularly an eleventh year subject. Time: 7 or 8 
periods per week, including double laboratory periods. It is ex- 
pected that only one class will be organized in each year, this class 
to begin with the fall term. 

First Term. 

Invertebrate zoology, with comparative study of typical forms, 
e. g., amoeba, paramoecium, sponge, hydra, sea-anaemone, starfish, 
earthworm, shrimp, crab, etc. Special attention is given to beneficial 
and injurious insects. 
Second Term. 

Vertebrate zoology, with comparative study of human anatomy 
and physiology. Detailed laboratory study of the anatomy of the 
frog. 

Text-books: Jordan, Kellogg and Heath's Animal Studies, both 
terms; Conn and Budington's Advanced Physiology, second term. 

Physiology, Hygiene and Sanitation. Eegularly an eleventh year 
subject. Time: 7 or 8 periods per week, including double laboratory 
periods. 

The course is intended to contribute as much as possible toward 
healthful living. The study of structure and function is made the 
basis of an intelligent appreciation of the principles of hygiene. 
The conception of the body as a mechanism which requires new ma- 
terials of definite kinds to replace worn out parts, and which alsa 
requires a constant supply of energy to enable it to do its work is 
made the basis of the study of food materials and the principles of 
dietetics. The course concludes with a study of the nature of in- 
fectious and contagious diseases and the means by which they are 
communicated; and domestic and public sanitation. 



OAKLAND HIGH SCHOOL 39 

Text-books: Conn and Budington 's Advanced Physiology and 
Brown's Physiology for the Laboratory. 

Chemistry. Regularly an eleventh year subject. Previous prepa- 
ration should include at least one-half year of algebra; but the chem- 
istry may be taken without it. Time: 7 or 8 periods per week, with 
double laboratory periods. 

General Chemistry. The subject essentially as presented in Mc- 
Pherson and Henderson 's Elementary Study of Chemistry and Labora- 
tory Exercises in Chemistry by the same authors. 

Household Chemistry. This is alternative with the general course 
in the second half year. The work of the first half year is the same 
as in the general course. The course in household chemistry is in- 
tended for girls, and substitutes the chemical problems and pro- 
cesses of the home for those of the mine, the smelter, and the metal- 
lurgical and chemical industries in general. Large use is made of a 
reference library of works in the chemistry of cooking, cleaning and 
sanitation. Blanchard's Household Chemistry is used as a labora- 
tory guide. 

The credit toward graduation and the college entrance credit is 
the same for the household chemistry as for the general course. 

Physics. Brief Course. Eegularly a twelfth year subject. Mini- 
mum preparation, 8 units, including first-year algebra and the first 
term of plane geometry. Time: One period daily for one year. 
Credit: One unit. 

This course fulfils the requirements in science for admission to 
the College of General Culture, the College of Commerce, and the 
General Course in Agriculture of the University of California, and for 
similar courses in other universities. It emphasizes the qualitative 
aspects of phenomena,, omits the more difficult mathematics of the 
subject, takes fewer quantitative laboratory experiments and devotes 
less time to practical applications than the full course does. Astro- 
nomical topics are introduced here and there as they fit into the reg- 
ular order of the work. 

Full Course. Regularly a twelfth year subject. Minimum prepa- 
ration: 10 units, including first year algebra and plane geometry. 
Time: 3 single periods and 2 double periods per week in the first 
half year; 2 single periods and 3 double periods per week in the sec- 
ond half year. Credit: One and one-half units. 



40 COURSE OF STUDY 

The full course is prescribed in the fourth year for all pupils pre- 
paring for the Colleges of Mechanics, Mining, Civil Engineerihg, 
Chemistry, and the Technical Course in Agriculture of the University 
of California, and for similar courses in other universities. It is elect- 
ive for all other pupils who have the necessary preparation. 

The full and the brief courses are given in separate classes, in 
either or both terms, when the number of students enrolled necessi- 
tates the organization of more than one class in the work of the 
term. When the classes are not thus divided, the pupils in the full 
course will take the work with the brief course class 5 periods per 
week, and will take additional work as a separate class 2 periods per 
week in the first term, and 3 periods per week in the second term. 

Text-books: Coleman's Text-book of Physics, and Coleman's New 
Laboratory Manual of Physics. 

University Admission Requirements in Science. 

The University of California requires for admission at least one 
science given in the third or fourth year of the high school course. 
Physiology, Zoology, Chemistry, or Physics fulfils this requirement; 
Botany does not, but it receives regular admission credit as an elect- 
ive subject. When Botany is offered together with any one of the 
other sciences, both receive admission credit, the one as an elective, 
the other as the prescribed third or fourth year science. 



OAKLAND HIGH SCHOOL 41 



GREEK. 

TENTH YEAK. 
First Term. 

First Greek Book. White. 
Second Term. 

First Greek Book. White. 

ELEVENTH YEAE. 
First Term. 

Xenophon's Anabasis. Bks. I and II. 

Greek Grammar. Goodwin. 

Beginner 's Greek Composition. Collar & Daniell. 

Second Term. 

Xenophon's Anabasis. Bks. Ill and IV. 

Greek Grammar. Goodwin. 

Beginner 's Greek Composition. Collar & Daniell. 

TWELFTH YEAE. 
First Term. 

Homer's Iliad. Bks. I-III. 
Goodwin's Grammar. 
Composition. Collar & Daniell. 

Second Term. 

Homer's Iliad. Bks. IV-VL 

Goodwin's Grammar. 

Beginner's Greek Composition. Collar & Daniell. 



42 



COURSE OF STUDY 



LATIN. 

NINTH YEAR. 
First Term. 

D'Ooge's Latin for Beginners. 

Lessons I-XLV. 

Gradatim for sight reading. 

Second Term. 

D'Ooge's Latin for Beginners. 

Lessons XLVI-LXXVIII. Book completed. 

Gradatim for sight reading. 

TENTH YEAE. 

First Term. 

Second Year Latin. G-reenough, D'Ooge and Daniell. 

Part One. 75 pages of stories, fables, mythology, biog- 
raphy, including Life of Caesar. Composition based on the 
above. 
Grammar. Allen & Greenough. 

Second Term. 

Second Year Latin. Greenough, D'Ooge and Daniell. 
Part Two. 100 pages from "Caesar's Gallic Wars." 

Bks. i-vn. 

D'Ooge's Composition to accompany ''Second Year 
Latin." 
Grammar. Allen & Greenough. 

ELEVENTH YEAR. 
First Term. 

Cicero. Any Standard Edition. 

The Conspiracy of Catiline. Four orations for transla- 
tion and study. 

D'Ooge's Composition. Based on above orations. 
Grammar. Allen & Greenough. 



OAKLAND HIGH SCHOOL 43 

Second Term. 

Cicero (continued). 

Pompev 's Military Command, The Citizenship of Archias 
(for translation and study). 

D'Ooge's Composition. Based on the abo\'e oration. 
Grammar. Allen & Greenough. 

TWELFTH YEAK. 
First Term. 

Virgil. Any Standard Edition. 

Bks. 1-111. For translation and scansion. The Principles 
of Prosody — A study of figures of speech, grammatical and 
rhetorical. 
D'Ooge's Latin Composition, ''Senior Eeview. " 

Exercises 1-16. 
Grammar. Allen & Greenough. 

Second Term. 

Virgil (continued). 

Bks. IV-VI for translation and scansion. Method of pre- 
ceding term continued. 
D'Ooge's Latin Composition. ''Senior Eeview." 

Exercises 17-34, 
Grammar. Allen & Greenough, 



44 COURSE OF STUDY 



GERMAN. 

NINTH YEAE. 
First Term. 

Spanhoofd — Lelirbuch der deutschen Sprache. Lessons 1-13. 

Spanhoofd — Erstes Lesebuch. 

Copy Book — Deutsches Schonschreiben, No. 4. 

Second Term. 

Spanhoofd — Lehrbuch. Lessons 14-19. - 

Bacon — Im Yaterland, about fifty pages. 
Moni der Geissub, or 
Eosenresli. 

TENTH YEAE. 

First Term. 

Spanhoofd — Lehrbuch. Lessons 20-29. 
Bacon — Im Vaterland, pp. 50-157. 

Two or more- of the following: 
Hoher als die Kirche. 
Germelshausen. 
Immensee. 

Der Geissbub von Engelberg. 
Irrfahrten. 

Second Term. 

Spanhoofd — Lehrbuch. Lessons 30-35, subjunctive. 
Wesselhoeft — German Composition, pp. 1-40. 

Three or more of the following: 
Der Schwiegersohn. 
Anfang und Ende. 
Der Bibliothekar. 
Der Prozess. 
Das Spielmannskind. 

ELEA^ENTH YEAE. 

Der stumme Eatsherr (in same volume with Das Spielmanskind). 
Eiehl. 

Auf der Sonnenseite. Bernhardt. 



OAKLAND HIGH SCHOOL 45 



Bilderbuch ohne Bilder. Anderson. 

Wilhelm Tell. Schiller. 

Aus dem deutschen Dichterwald. Dillard. 

L'Arrabbiata. Heyse. 

Burg Neideck. Kiehl. 

Lichenstein. Hauff. 

Der arme Spielmann. Grillparzer. 

Peter Schlemihl. Chamisso. 

Maria Stuart. Schiller. 

Hermann und Dorothea. Goethe. 

Elements of German. Bierwirth. 

German Composition. Pope. 

Traumereien. Leander, 

TWELFTH YEAR. 

Elements of German, Bierwirth. 

German Composition. Pope. 

Soil und Haben. Freytag. 

Das Nest der Zaunkonige. Freytag. 

Die Schriften des Waldschulmeisters. Rosegger. 

Er soil dein Herr sein. Heyse. 

Die Blinden. Heyse, 

St. Jurgen. Storm. 

Brigetta. Auerbach. 

Heimatklang. Werner. 

Der Nefife als Onkel. Schiller. 

Die Jungfrau von Orleans. Schiller. 

Die Journalisten. Freytag. 

Sesenheim. Goethe. 

Die verlorene Handschrift. Freytag, 

Supplementary List. Not to be purchased by pupils. 
Easy German Stories, Ries, 
Neue Marchen. Mullar, 
Gluck Auf. Muller & Wenckebach, 
Das Murehen, Goethe, 
Der Geissbub von Engelberg. Lohmeyer. 
Geschichten von Rhein, Stern, 
Geschichten von den deutschen Stadten, Stern. 
Minna von Barnhelm. Lessing, 
Nathan der Weise. Lessing. 

Aus dem Leben eines Taugenichts. Eichendorff. 
Leberecht Huhnchen. Seidel. 



46 COURSE OF STUDY 

Abenteuer der ISTeujahrsnacht. Zschokke. 

Das Wirtshaus zu Kransae. Zschokke, 

Unter Brudern. Heyse. 

Two German Tales. Nichols. 

Teya. Sudermann. 

Sommermarehen. Baumbach. 

Gravelotte. Frenssen. 

Tales. Hauff. 

Four German Comedies. 

Das Amulett. Meyer. 

Aprilwetter. Arnold. 

Die Harzreise. Heine. 

Das Habichtsfraiilein. Baumbach. 

Ultimo. Moser. 

Fritz auf Ferien. Arnold. 

Der Assistent. Schanz. 

German Conversation. Wesselhoeft. 

Der Taucher. Schiller. 

Die beiden Freunde. Moltke. 

Stille Wasser. Bernhardt. 

Emilia Galotti. Lessing. 

Pole Poppenspaler. Storm. 

Kleider machen Leute. Keller. 

Zwischen den Schlachten. Elster. 

Aus dem Leben eines Unglucklichen. Hansjakob. 

Die Ahnen, Part I. Freytag. 

Ein Eegentag auf dem Lande. Arnold. 

Krambambuli. Elmer-Eschenbach. 

Legenden. Keller. 

Die Steinklopfer. Saar. 

Ernstes und Heiteres. Schrakamp. 



OAKLAND HIGH SCHOOL 



47 



FRENCH. 

NINTH YEAR. 

First Term. 

French Grammar. Fraser & Sqiiair. Lessons I-XX. 
French Eeader. Aldrich & Foster. 
Second Term. 

French Grammar. Fraser & Squair. Lessons XXI-XXX. 
French Reader. Aldrich & Foster. 

TENTH YEAR. 
First Term. 

French Grammar. Fraser & Squair. Lessons XXXI-XL, and 
pp. 337-347. 

Le Voyage de Monsieur Perrichon, or equivalent from list. 
Tartarin de Tarascon. 
Second Term. 

French Grammar. Fraser & Squair. 

Colomba. 

Two hundred pages of sight reading from supplementary list. 

Elementary French Composition. Lazare. 

ELEVENTH YEAR. 



Grammar. Fraser & Squair. 
Extracts for French Composition. 
Une Semaine A Paris. Bacon. 
Douze Contes Nouveaux. 
Le Petit Chose. 

Le Malade Imaginaire. Moliere. 
Le Bourgeois Gentilhomme. 
Les Miserables. Hugo. 



Mansion. 



TWELFTH YEAR. 

Grammar. Fraser & Squair. 

Extracts for French Composition. Mansion. 

Une Semaine A Paris. Bacon. 



48 COURSE OF STUDY 

Contes des Romanciers Naturalistes. 
Le Monde ou L'on s'Ennuie, Pailleron. 
Les Precieuses Ridicules. Moliere. 
Souvenirs d'Enfance et de Jeunesse. 

Supplementary French Books. (Not to be purchased by pupils.) 
Le Conscrit de 1813. Erckmann-Chatrian. 
Notre Dame De Paris. Hugo. 
L'Abbe Daniel. Theuriet. 
L'Abbe Constantin. Halevy. 
L'Avare. Moliere. 
French Short Stories. Buffum. 
Bataille de Dames. Scribe & Legouve. 
Le Roi des Montagues. About. 
La Tulipe Noire. Dumas. 
Les Trois Mousquetaires. Dumas. 
La Mare au Diable. Sand. 

L'Etre de la Saint Martin. Meilhac & Halevy. 
Labiche's La Lettre Chargee. 
Vent d 'Quest. d'Hervilly. 
Les Prisonniers du Caucase. De Maistre. 
Les Plus Jolis Contes de Fees. Lazare. 
Morceaux Choisis. Daudet. 
. Selections from Standard French Authors. Guerlac. 
L'Etincelle. Pailleron. 
Eugenie Grandet. Balzac. 
Cure de Tours. Balzac. 
Ma Soeur Henriette. Renan. 
Dosia. Greville. 

Madame Therese. Erckmann-Chatrian. 
Contes Extraits de Myrrhae. Lamaitre. 
Siege de Paris. Sarcey. 
Gil Bias. Le Sage. 



OAKLAND HIGH SCHOOL 49 



MUSIC. 



Course I. 

Elementary Choral. Sight -singing, notation, musical dictation, 
voice training and part singing. Voices will be tested and classified 
at the beginning of each term. One credit for graduation, but no 
recommendation to the university. 

Course II. 

Advanced Choral and Musical Appreciation. Open to all students 
who have completed course I or its equivalent. University credit. 

Musical dictation, study of standard choruses, biography of great 
musicians. This course will be illustrated by the Victor and player- 
piano and frequent recitals by available musicians and music students. 

Course III. 

Harmony. Students electing the course must have completed 
Course I or II, or be reasonably proficient in performance upon some 
solon instrument. University credit. 

Notation. Formation of diatonic and chromatic scales in major 
and minor modes; consonant and dissonant intervals and their inver- 
sions; triads and their inversions in major and minor modes; a study 
of chord connection and voice leading over a given bass; chords 
of the Dominant Seventh and their inversions and resolution; har- 
monizing of simple melodies; treatment and progressions of Secondary 
Sub-dominant chords; modulation and transposition; suspensions, re- 
tardations and embellishments; chords of the Dominant Ninth and 
secondary chords of the Seventh from the Dominant Ninth. 

Course IV. 

History of Music. University credit. 

An outline of the development of the art of music, including an- 
cient music; Greek scales; church music from the time of Gregory; 
the Netherland School of Polyphony; opera and oratorio; the class- 
ical period; the Eomantic Movement; music of the present day, bi- 
ographies of the leading musicians of each period. Text — Outline of 
Music Historv — Hamilton. 



50 COURSE OF STUDY 

Course V. 

Composition. Open to students who have completed Course TIT. 

Course VI. 

Orchestra One credit for graduation but not for University. 

Open to students sufficiently proficient on piano, violin, viola, 
'cello, bass, cornet, clarinet, flute, or drum and traps, in so far as 
balance of tone color will allow. 



IVXKLANU HIGH SCHOOL 51 



DRAWING. 

Freehand Drawing — Given in Ninth Year. 

Principles of perspective drawing from type solids, casts, still 
life and plant forms in pencil, charcoal, pen and ink and water colors. 

Designing — Given in Tenth Year. 

Its principles and application. Lettering. Study of Historic 
Ornament. 

Geometric Drawing — Given in Tenth or Eleventh Year. 

Practice with mechanical drawing instruments, in the solution of 
Geometric Problems, with the study of freehand and mechanical 
printing. 

Advanced Freehand Drawing — Given in the Eleventh Year. 

Advanced charcoal and water color from casts, life, fruit, flowers, 
and landscape, and illustrative drawing. 

Applied Mechanical Drawing — Given in Twelfth Year. 
Selections made to suit the students' needs. 

Industrial Arts — Given in Twelfth Year. 
Work selected to suit the students ' needs. 



52 COURSE OF STUDY 



PHYSICAL EDUCATION. 



1. One year of gymnasium work taken twice a week is required 
of all high school students. No unit credit is given for this alone. 
Athletic work, however, is taken throughout the four years, the 
equivalent of two periods a week — part gymnasium and part outdoor 
work — for which one unit is given towards graduation. ±'or the first 
semester of the tenth year, a compulsory ccurse in Hygiene is sub- 
stituted for active work in the physical education department. A 
yearly medical and physical examination is required, 

2. After the first term, if the work is deferred for a year or 
more, the first term must be repeated; for the required year's work 
is to be continuous. 

3. Girls ' Department — Gymnasium work consists of breathing 
exercises, free work, dumb bells, wands, Indian clubs, chest weights, 
mat work, folk dancing, and marching, with special emphasis laid on 
graceful carriage. Out door athletics — baseball, basket ball, volley 
ball, tennis, and playground games. 

4. The regulation costume for girls' class work consists of: 

Middy Blouse 95 to 2.50 

and 
Bloomers $*.i.50 and up 

Gym. Shoes 65 to 1.50 

The course in hygiene for girls covers personal hygiene, including 
all the normal functions of the body — care of the infant and house 
care of the sick; public sanitation; such as, prevention of infectious 
diseases, garbage and sewage disposal; care of food in the home and 
supervision of dairies and markets, and federal activities in control 
of public health, 

A medical examination is made of every freshman girl during her 
first term and is repeated as often after that as may seem necessary. 
In addition the physician is ready for consultation with pupils or 
their parents or teachers whenever desired. 

5. Boys' Work — Gymnasium work for boys consists of dumb bells 
and wand drill, Indian clubs, chest weights, breathing exercises, free 



OAKLAND HIC.H SCHOOl, 53 

hand and floor work. Special attention is paid to proper carriage. 
For advanced students, horse, parallel bars, horizontal bar and mat 
work. Out door athletics may be taken but is not compulsory. They 
consist of track, football, baseball, tennis, basketball, and swimming. 

6. The regulation costume for the boys' class work consists of: 

Gymn. upper 50 

Running pants 50 

Supporter .75 

Tennis shoes - 70 to $1.50 



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